THE USE OF TEAM-BASED LEARNING AND REFLECTIVE FRAMEWORKS TO TEACH ENGINEERING DESIGN METHOLODOGY

This paper investigates and reviews innovative techniques and tools to teach different design approaches to engineering students, allowing them to compare and critique methodology, while enhancing knowledge and skills. The paper reviews several years of feedback and development on authentic project-led approaches to teaching user-centred design, systematic design and social innovation to second year engineering students; as a means to provide core knowledge and skills required for different industries. The paper concludes with suggestions as to how enhance the relevance and authenticity of the learning within this approach-and to develop and master such design skills and knowledge into more advanced modules as part of a programme narrative.